Education is thus a most powerful ally of humanism, and every
American public school is a school of humanism. What can the theistic
Sunday schools, meeting for an hour once a week, and teaching only a
fraction of the children, do to stem the tide of a five-day program of
humanistic teaching?

C.F. Potter. Humanism, a New Religion.[1]

Anti-Life Philosophy.

According to a myth carefully cultivated by the advocates of tax
aid for sectarian private schools and of school-sponsored religious
teaching of devotions, and accepted uncritically by many others who
have no ax to grind, our country's public schools are "promoting
the religion of secular humanism." The charge is sometimes as
hard to refute as a drunk's claim that he is being pursued by purple
polka-dot pterodactyls.

Edd Doerr of the American Humanist
Association.[2]

Only religious fanatics homeschool their children, because they have
this 'thing' about control. They want to rigidly control their kids so
they can grow up to be good little robot copies of their narrow-minded,
bigoted parents. Home schooling should be outlawed because the United
States has the best public school system in the world.

Additionally, homeschooled children commonly experience severe and
chronic psychological trauma. They become virtual slaves to their
parents, they are deprived of interaction and socialization with other
children, and they are not exposed to the outside world, thereby
becoming virtual recluses who are unprepared to deal with reality when
they reach adulthood. This is unhealthy and infringes grossly upon the
child's fundamental rights.

Introduction.

We have to abolish and reform the institution of marriage ... By
the year 2000 we will, I hope, raise our children to believe in human
potential, not God ... We must understand what we are attempting is a
revolution, not a public relations movement ... it is humanism that is
the goal.

Gloria Steinem.[3]

Our Academically and Morally Illiterate Children.

Among developed nations, The United States ranks third in terms of
education expenditures per pupil, just behind the Netherlands and
Sweden.[4] Our country spends the second largest percentage of its gross
national product on education out of all the countries in the world 7.5
percent, as compared to Japan's 5.5 percent and West Germany's 4.5
percent.[5]

Yet our children are virtually illiterate when they leave high
school. They can hardly read and they have difficulty performing simple
mathematically-oriented chores such as balancing a checkbook.
Incredibly, one-third of our high school graduates cannot even locate
the United States on a world globe!

Parents No More.

The public school system is conditioning our children to live as
nonthreatening, incompetent, contented cogs in a giant Socialist
paradise.

Parents have been forcibly divested of their most important
responsibilities by Planned Parenthood, the National Education
Association, and the all-powerful State. Our children are force-fed
value-free pabulum. They are taught that there are really no absolute
standards; that homosexuality is a perfectly acceptable alternative
lifestyle; that religion has no place in the mind of a thinking
person; and that abortion is a purely private matter between a woman and
her physician.

In fact, this philosophy has been put into concrete action. With the
help of in-school clinics, our daughters can get free, taxpayer-funded
birth control pills and abortions without their parent's consent or
knowledge. Our children are ruthlessly indoctrinated into believing
that homosexuality is on a par with normal relationships. And, of
course, God and His word have been banned from discussion in the
schools.

The Basic Mission of Our
Schools.

The right to abortion will be guaranteed ... As far as the policy
toward the family, it will be recognized for what it is: not some holy
or sacred institution to be preserved for all time ... not only will
the family be a secondary form for determining children's upbringing,
but its influence in promoting conservatism among its members,
especially the women and children, will be actively combatted. While
the parents will still have significant responsibility for their
children, this does not mean they are "theirs," and there
will be struggle to prevent parents from imposing old values, and
conservative, non-revolutionary thinking generally on the children.

Revolutionary Communist Party's New
Programme. "The Proletariat, Upon Seizing Power, Will
Immediately Take Up the Transformation of Society," page 78.

Extending State Control.

Humanists know that the future of our country rests with our
children. Therefore, in order to control the future of our country, they
must control our children. And the easiest way to control our children
is to control the schools. Radical Left-wing writers, including
Alexander Cockburn and James Ridgeway, incessantly rail against parental
"interference" in schools, because, as they openly
acknowledge, "The Left can't survive politically without a public
school system to spread Leftist attitudes."[6]

Now that they have virtual absolute control over the schools, the
Humanists would like to guarantee the success of their agenda by
extending their pervasive control to the home. This is why they are so
fanatically opposed to any type of home schooling. They claim that they
care about homeschooled children and worry about how they may be falling
behind academically.

This is utter nonsense; homeschoolers have always excelled in
academics and have always far outstripped their public-school educated
peers, primarily because they have the personal attention of their
parents.

The real reason the Humanists oppose home schooling is because
it is a direct challenge to their system of absolute authority and
control. They know that children who are home schooled will grow up to
challenge the Humanist agenda. And the Humanists, as we all know,
despise dealing with opposing voices and viewpoints, because they hinder
the headlong rush to the Utopian society.

As always, the Humanists use the United States court system to
advance the various points of their agenda, because they know that the
American people and their state legislatures generally have the common
sense to reject their silly proposals. The Humanists have achieved
contraception, abortion, homosexual equality, divorce, and even the
banning of religion from public life always through the courts.

As an example of this trend that is germane to home schooling, United
States Supreme Court Justice William O. Douglas, in the decision Wisconsin
v. Yoder, stated twenty years ago that parents really may not have
the right to impose their "narrow" religious views upon their
children.

The implications of this 'principle,' fully embraced by the
Humanists, are truly unlimited.

The Glittering Bait.

Curiously, the means by which the Humanists have achieved absolute control
over our children is by offering them absolute freedom. Children
desire and need discipline, but they even more strongly yearn for
freedom. They are thus strongly attracted by any philosophy that
emphasizes their power to overcome man-made limits on their behavior.

This chapter describes some of the "bait" used to lure our
children to absolute freedom, including "situational ethics"
and the various sex education curricula offered in our schools today.
However, it is very interesting indeed to first take a glimpse at the
ultimate goals of the Humanists.

The Ultimate Goals for
Your Children.

When an opponent declares, "I will not come over to your
side," I calmly say, "Your child belongs to us already
..."

Adolf Hitler.[7]

"Kiddie Lib."

The ultimate goal of the so-called "Children's Liberation
Movement" is to make all children, no matter how young, completely
autonomous. This means that all parental authority must be eliminated,
because the "Children's Liberationists" believe that any
parental control no matter how necessary or minor in nature infringes
upon the rights of the child.

The Motive.

Why do the Humanists want to eliminate parental control? Why, so they
can control the children themselves, of course. Those "Kiddie
Lib" activists who push such nonsense realize that, when children
have more freedom to make their own decisions, they are much more
vulnerable to falling under the control of well-organized entities
outside the family such as the public school system.

In other words, the "Children's Liberationists" do not really
want freedom for children they merely want to transfer control from
parents to themselves, so that they can more efficiently inculcate the
children with their own values.

The Demands. Figure 114-1 outlines two sets of typical "Kiddie
Lib" demands. Predictably, these demands were written by adults,
with little or no input from the children they allegedly represent.

FIGURE 114-1
TYPICAL DEMANDS OF THE "CHILDREN'S LIBERATION MOVEMENT"

A CHILD'S BILL OF RIGHTS

1. THE RIGHT TO SELF-DETERMINATION. Children should have the right
to decide the matters which affect them most directly.

2. THE RIGHT TO ALTERNATIVE HOME ENVIRONMENTS. Self-determining
children should be able to choose from among a variety of
arrangements: Residences operated by children, child exchange
programs, 24-hour child-care centers, and various kinds of schools and
employment opportunities. Parents are not always good for their
children.

3. THE RIGHT TO RESPONSIVE DESIGN. Society must accommodate itself
to children's size and to their need for safe space. To keep them in
their place, we now force children to cope with a world that is either
not built to fit them, or is actually designed against them.

4. THE RIGHT TO INFORMATION. A child must have the right to all
information ordinarily available to adults including, and perhaps
especially, information that makes adults uncomfortable.

5. THE RIGHT TO EDUCATE ONESELF. Children should be free to design
their own education, choosing from among many options the kinds of
learning experiences they want, including the option not to attend any
kind of school. Compulsory education must be abolished because the
enforced threatening quality of education in America has taught
children to hate school, to hate the subject matter, and, tragically,
to hate themselves.

6. THE RIGHT TO FREEDOM FROM PHYSICAL PUNISHMENT. Corporal
punishment is used impulsively and cruelly in the home, arbitrarily in
the schools, and sadistically in penal institutions.

7. THE RIGHT TO SEXUAL FREEDOM. Children should have the right to
conduct their sexual lives with no more restrictions than adults.
Sexual freedom for children must include the right to information
about sex, the right to nonsexist education, and the right to all
sexual activities that are legal among consenting adults.

8. THE RIGHT TO ECONOMIC POWER. Children should have the right to
work, to acquire and manage money, to receive equal pay for equal
work, to choose trade apprenticeship as an alternative to school, to
gain promotions to leadership positions, to own property, to develop a
credit record, to enter into binding contracts, to engage in
enterprise, to obtain guaranteed support apart from the family, to
achieve financial independence.

9. THE RIGHT TO POLITICAL POWER. Children should have the vote and
be included in the decision-making process. To become a constituency
they must have the right to vote.

10. THE RIGHT TO JUSTICE. Children must have the guarantee of a
fair trial with due process of law, an advocate to protect their
rights against the parents as well as the system, and a uniform
standard of detention.

YOUTH LIBERATION PROGRAM LIST OF WANTS.

We must liberate ourselves from the death trip of corporate
America.

1. We want the power to determine our own destiny.
2. We want the immediate end of adult chauvinism.
3. We want full civil and human rights.
4. We want the right to form our education according to our needs.
5. We want the freedom to form into communal families.
6. We want the end of male chauvinism and sexism.
7. We want the opportunity to create an authentic culture with
institutions of
our own making.
8. We want sexual self-determination. We believe all people must have
the
unhindered right to be heterosexual, homosexual, bisexual, or
transsexual.
9. We want the end of class antagonism among young people.
10. We want the end of racism and colonialism in the United States and
the
world.
11. We want freedom for all unjustly imprisoned people.
12. We want the right to be economically independent of adults.
13. We want the right to live in harmony with nature.
14. We want to rehumanize existence.
15. We want to develop communication and solidarity with the young
people
of the world in our common struggle for freedom and peace.

References. "A Child's Bill of
Rights" was authored by Richard Farson and was printed in the March
1974 issue of Ms. Magazine. "Youth Liberation Program List
of Wants" is in the International Year of the Child (IYC)-endorsed
book The Children's Rights Movement, pages 329 to 333, and
authored by the Youth Liberation Group of Ann Arbor, Michigan.

Notice that these demands reflect the desires of various radical
special-interest groups; the "Kiddie Libbers" demand that
children be allowed to be exploited by low wages; by pedophiles; by
homosexuals; by starvation and incompetence; and, in short, that
children be free to be used by any adult or group of adults who can gain
control of them.

It is truly fascinating to realize that the demands posed by the
"kiddie libbers" in Figure 114-1 are almost identical
to those of the pederast group North American Man-Boy Love Association (NAMBLA),
as described in Chapter 121, "Homosexuality and Child
Molestation."

It is obvious to every father and mother that children need their
parents to defend them against the perversions and the perverts of the
world including those who wrote the lists of demands shown in Figure
114-1 (curiously, the "Kiddie Libbers" who wrote these demands
are unmarried and childless). These demands, if fulfilled, are nothing
less than a prescription for absolute social anarchy and eventual
destruction of our children.

It is interesting that the United Nations supported such resolutions
during the International Year of the Child (IYC) in 1976 through UNICEF
(the United Nations International Children's Emergency Fund).

The New Curriculum.

The future of any nation lies with its youth. So corrupt them;
since religion teaches moral virtue, erode the churches and divert the
young from religion. Make them interested only in themselves. Get them
involved in drugs, alcohol, and sex. Get them addicted to privileges
and rights.

Vladimir Lenin's "Rule for Revolution" #1.

C.F. Potter's bold quote at the beginning of this chapter is
unquestionably both accurate and prophetic. If your child attends public
school, he or she will 'learn' the following;

 that homosexuality is a perfectly acceptable alternative
lifestyle;

 that abortion is a matter to be decided not by the church or by
the state, but solely by a woman and her physician;

 that Communism is merely another economic system that is
inherently superior to Capitalism in many ways, and which must
ultimately prevail;

 that the Christian religion has absolutely no place in
education, although "New Age" and various Eastern and
African practices abound;

 that there are absolutely no concrete ethical or moral rules,
and that all problems must be considered on a case-by-case basis (the
insidious ethical relativism or "situational ethics");

 that there is really no good or evil, and that the concept of
"sin" is outmoded;

 and that, above all else, the highest of all virtues are
compassion and tolerance.

And your child will be exposed to the following;

 'lifeboat exercises,' where children are forced to conclude
that some life is worth living, and some life is not;

 totally amoral comprehensive sex education classes, where
chastity is either ignored or ridiculed as "outmoded and
quaint," and where all manner of birth control devices will be
demonstrated in lurid and lingering detail;

 'death education,' where children may be forced to write
suicide notes, visit mortuaries, and lie in coffins;

 a school environment literally with saturated gangs, weapons,
and drugs; and

 an overall nihilistic atmosphere that shows the child that life
is really not worth living, except for the moment.

Value-Free Nonprinciples.

We continue to clamor for those very qualities that we are
rendering impossible. We make men without chests and expect of them
virtue and enterprise. We laugh at honor and are shocked to find
traitors in our midst. We castrate and bid the geldings be fruitful.

C.S. Lewis, The Abolition of Man.

Inventing the Beast.

In 1968 and 1969, the first formal "value-free" curriculum
was formulated by the Western Behavioral Sciences Institute in La Jolla,
California. This effort, which was funded by the R.J. Reynolds Tobacco
Company, took the historic step of replacing the standard upon which
personal decisionmaking was based. The original standard was human reason;
the new standard was human feelings.

Root of the Principle.

The fundamental underlying concept of this new "value-free"
curriculum was moral relativism, or "situational ethics."

This philosophy asserts that the only rule that is absolute is that
there are really no rules that are absolute not even laws against
murder. The moral relativists argue that every rule has exceptions, and
that people must be free to judge whether or not society's rules apply
to them.

So far, so good. Almost every man-made rule does indeed have
its exceptions. And, of course, people must occasionally judge whether
or not these rules apply to them.

But such decisions are properly made only in the context of the most
extreme or very unusual situations. Such decisions generally occur when
one must commit one evil in order to prevent or ameliorate a greater
evil. Examples would be to trespass on private property in order to save
lives, to destroy property in order to save property of much greater
value, or even to kill someone in order to save a number of other
people, as in a hostage situation.

Shifting the Focus.

But the situational ethicists have extended this principle which
ordinary people might need to employ once or twice in an entire lifetime
to everyday living. They have also shifted the focus of the beneficiary
from society in general to the individual in particular.

In other words, if a person can derive more personal benefit from a
possession than someone else, then nobody can really tell him that it is
wrong to steal the object in question. If a person feels that the United
States is embarking upon a mission of capitalist imperialism, he can
feel perfectly justified in taking off to Canada or cheating on his
income tax return. If he believes that clearcutting a forest will
degrade the environment, he may feel that destruction of logging
equipment ("ecotage") is the answer. If an unborn child
interferes with a relationship in even the most trivial manner, it
immediately becomes expendable.

The situational ethicists usually contradict themselves by producing
a laundry list of exceptions to their exceptions to the rules. In short,
all rules may be broken except the rules that they say cannot be broken,
such as laws and ordinances against racism, sexism, and homophobia.

Doin' Bad and Feelin' Good.

Therefore, it is obvious that we are brought right back to the only
possible conclusion; that "situational ethics" courses are
simply another fancy tool used by Humanists to control and indoctrinate
our children.

Our kids do not object to this covert manipulation, because one
sub-objective of Humanistic teaching is to make them feel good
about themselves. And, of course, good little students who are kept
psychologically numbed and sated with sex, drugs, freedom, and
everything else they could possibly want are not likely to rebel against
the Humanistic system. Even as kids spout meaningless drool about
personal freedom and independence, they are becoming imbedded in the
Humanist system as surely as a fly caught in a spiderweb will soon
become part of the spider.

The effects of this brainwashing became evident as the result of a
study performed with 100 seventh-graders from six countries in 1989.
These students were subjected to a rigorous mathematics test and were
then asked how they thought they performed against seventh-graders from
the other five countries.

The Korean children performed exceptionally well on the mathematics
test, followed by the Spanish, British, Irish, and Canadian children in
that order. Students from the United States finished dead last, far
behind even the Canadians.[8]

However, when the children were asked if they considered themselves
to be good at mathematics, the Koreans came in last (23% answering yes)
and the Americans first (68% answering yes).

This meant that the children from the United States had an inverted
sense of reality regarding their own performance.

In other words, children from the United States are failing abysmally
in academics while they are being indoctrinated into not caring
that they are failing. All that matters is that they feel good about
themselves.

The implications for our national and international policies are
staggering.

A second extensive program of surveys and testing was carried out by
the Educational Testing Service for the National Science Foundation and
the United States Department of Education, and confirmed of a number of
earlier studies. One math and one science test were given to 9-year olds
and 13-year olds in 15 countries, including the United States. In
science, the American 13-year olds ranked 13th out of 15 countries,
ahead of only Ireland and Jordan and behind Hungary, Slovenia, Scotland,
and nine other countries. In math, they scored 14th out of 15, ahead of
only Jordan.

But the United States was 2nd out of the 15 countries in terms of
spending on education with 7.5% of its GNP, second behind Israel's 10.2
percent.[9]

Move Over, Frankenstein!

Psychology professor Dr. W.R. Coulson helped design the first
situational ethics curriculum, but scrapped the program as unworkable
and harmful. Nevertheless, the Reynolds Company resolutely tested the
new curriculum in a college, two high schools, and 57 elementary schools
operated by the Immaculate Heart order of Catholic nuns.

Laboring under this poisonous and demotivating system, the entire
school system eventually collapsed. However, the R.J. Reynolds Tobacco
Company and the Tobacco Institute carried on and sponsored such refined
"value-free" programs as "Helping Youth Decide" and
Quest International's affective learning programs in all fifty states.
Other similar programs include "Here's Looking at You,"
"Me-ology," "Project Charlie," "DECIDE,"
and "Ombudsman," most of which are heavily funded by the
tobacco industry.[10]

The Bottom Line.

The Surgeon General of the United States has stressed that the health
of the tobacco industry depends on getting kids to experiment with
smoking (this is undoubtedly the motivation behind the R.J. Reynolds
Company's funding of the experimental curriculum in the first place).
Children follow affective, value-free education, and hundreds of studies
have shown that they are more likely to experiment with cigarettes,
drugs, and sex after such programs. Children are not told that such
behaviors are wrong; they are told simply that they have free choice and
that they are "running the risks of personal growth."

Dr. Coulson finally concluded; "So it turns out to be a deadly
scheme we hatched those 20 years ago."[10]

National Education
Association: Humanist Stooges.

As long as the child breathes the poisoned air of nationalism,
education in world-mindedness can produce only rather precarious
results. As we have pointed out, it is frequently the family that
infects the child with extreme nationalism. The school should
therefore use the means described earlier to combat family attitudes
that favor jingoism ...

The National Education Association (NEA) is the teacher's trade
union, and it aggressively embraces the entire Humanist agenda. Although
most NEA members are blissfully unaware of their union's far-Left
stance, the NEA is, quite literally, the Humanist cadre in the schools.

In order to accomplish its objectives, as listed in Figure 114-2, the
NEA must have complete control of the public school environment.

FIGURE 114-2
OFFICIAL OBJECTIVES OF THE NATIONAL EDUCATION ASSOCIATION (NEA)

NEA Objective: to gain complete control over the school
libraries, so that it may reserve to itself the exclusive right to
determine exactly what will be and will not be in public school
libraries. Input from parents, citizens, or taxpayers will be strictly
banned (page 156);

NEA Objective: to vigorously oppose tuition tax credits and
homeschooling, because they would decrease the NEA's total control of
the public school environment (page 139);

It is interesting to note that the NEA has always strongly supported
the slaughter of preborn babies. At its July 1978 annual national
meeting, the NEA adopted the following resolution; "The [National
Education] Association supports the United States Supreme Court
decisions that guarantee reproductive freedom to all women. The
Association urges all branches of federal, state and local governments
to give high priority to complying with these Supreme Court decisions
and to making available all methods of family planning to women unable
to take advantage of private facilities."[12]

Perhaps parents should ask themselves what possible concern teachers
should have with such a topic, and why the NEA relentlessly pushes
school-based clinics and, in fact, any philosophy that will drive
psychological and moral wedges between parents and their children.

NEA members who are sick and tired of their organization's illogical
pro-death attitude may wish to join a pro-life teacher's group;

In the midst of the academic and ethical sewer created by the NEA and
other Humanists, our sons and daughters will be so poorly educated in
the standard curriculum (in particular math and science) that they will
scarcely be able to function in our increasingly-technological society.
Religion is totally banned and censored in the schools, and even its
pivotal role in American culture has been stricken from all history
textbooks by atheistic "history committees."

The National Education Association has caused the American classroom
to become an atheistic holding tank populated by unmotivated and
uncaring students who, for the large part, are taught by teachers who
see them all as potential juvenile delinquents who must be kept off the
streets until they are at least 18 years old.

The attitude of the NEA, of course, profoundly influences our
children's future. Consider the appalling fact that an average American
child spends ten hours in school and ten hours in front of a television
set for every hour spent with his or her parents! All Christian parents
know that our television programming is blatantly pro-abortion and
pro-homosexual; it is saturated with sex and violence, and it ridicules
traditional values and morality and the Christian lifestyle relentlessly
(for a detailed explanation of this phenomenon and listings of many
concrete examples, refer to Chapters 124 to 127, "Media
Biases").

Perhaps it is fitting that the most accurate representation of the
public school environment has been published not by a learned committee
nor by a distinguished government think-tank, but by a cartoonist.

Matt Groening's cartoon book School is Hell is intended to be
funny, but it describes the prevailing public school situation with
frightening accuracy and clarity. The book is somewhat obscene, but is
nevertheless recommended to parents who are thinking about homeschooling
their children.

Groening is continuing his scathing but woefully accurate depiction
of the school environment in his wildly successful television series,
"The Simpsons." Unfortunately, he is also slandering the
family in his strained pursuit of humor.

Bart Says: "Forget the PTA, Dudes!"

Some Christian parents put their trust in the Parent-Teacher
Association (PTA). They believe that this organization gives them
influence with the school system.

They could not be further from the truth. The PTA has two purposes:
(1) to effectively "soak up" and absorb the force of any
parental objections to public school programs, and (2) to make parents
believe that they are having an impact when, in reality, they are not.

The PTA supports contraception in the schools (school sex clinics)
and abortion on demand, and opposes any sort of school-choice program,
including home schooling. Additionally, the PTA is one of the primary
agitators for permissive sex education programs in the public schools.
As the virulently pro-abortion Sex Information and Education Council of
the United States (SIECUS) acknowledges, "More than 500 school
superintendents queried, from the country's largest school systems,
reported that the initial impetus for sex education programs came from
local PTA's, when it didn't come from the superintendents
themselves."[13]

In general, the PTA pushes the entire motley Left-wing agenda that is
warmly embraced by the National Education Association. This means that
the organization also opposes any parental involvement in public
education.

As one example, in 1989 the California PTA strenuously opposed
legislation that would have required parents to approve of the sex
education program their children participated in.

Evidence of these attitudes may be obtained from the National PTA
itself, at 700 North Rush Street, Chicago, Illinois 60611-2571. The PTA
publishes the booklets described below;[14]

 "How to Talk to Your Child About Sex," which
recommends abortion and contraception and refers questions to Planned
Parenthood, the Sex Education and Information Council of the United
States, and masturbation guru Sol Gordon.

The National Council for Better Education is a grassroots
organization dedicated to promoting the traditional open relationship
between school boards and parents, and is vastly preferable to the
secretive and manipulative PTA. Its address and telephone number are
listed below.

Always preach true democracy, but seize power as completely and
ruthlessly as possible. Vigorously censor viewpoints that conflict
with ours.

Vladimir Lenin's "Rule for Revolution" #5.

Introduction.

History has repeatedly shown us that nobody practices censorship as
thoroughly or as ruthlessly as those organizations that paint themselves
as champions of free speech. They fawningly claim that "We may not
agree with what you say, but we'd die for your right to say it."

When somebody tells you this, you can be certain that they are doing
all they can to suppress your viewpoint while you aren't looking so
watch your back!

Self-appointed watchdog groups like the American Civil Liberties
Union, the National Coalition Against Censorship, and People for the
'American' Way squawk endlessly when a conservative group or a parent
objects to any pornographic or anti-Christian material in the schools.
However, these same organizations are simultaneously and hypocritically
insuring that religion and morals are aggressively banned from the
schools. The ACLU and PAW instantly file lawsuits against any perceived
violation of the Humanist kingdom in the schools, no matter how trivial.

Norman Lear, head of PAW and a fallen-away Jew, denounces the
"Fundamentalist Christianizing of America," while failing to
realize that the basis for Christian-motivated societal change is rooted
in Leviticus and Genesis, whose principles emanate from the Jewish Chumash.

Alleged Christian Censorship.

Naturally, these self-proclaimed "anti-censorship" groups
want to cover up their activities. So they use the psychological
principle of transference by projecting their undesirable
characteristics onto their opponents (for more detailed information on
the transference principle, see Chapter 13 of Volume I).

The "anti-censorship groups" attempt to whip up a public
frenzy of indignation by giving the impression that Bible-beating
fundamentalist parents are banging on the doors of the schools and
trying to ban every book that does not precisely mirror their
"narrow morality."

However, it is interesting to see just what kind of material has been
the target of such so-called "censorship."

Generally speaking, Christians object to books that are thinly-veiled
attempts to inculcate their students with a utilitarian "anything
goes" attitude towards living, such as;[15]

 Wardell Pomeroy's Boys and Sex, in which the author
states that "I have known cases of farmboys who have had a loving
sexual relationship with a farm animal and who felt good about their
behavior;"

 The poetry book Male and Female Under 18, which includes
the poem "The City To a Young Girl." This poem begins with
the lines "The city is one million horny, lip-smacking men
screaming for my body," and deteriorates from there;

 Studs Terkel's Working, which describes in graphic
detail the career of a prostitute and the various perverted sex acts
she performs;

 Soul On Ice, whose primary thesis is that all White
women are consumed by lust for Black men;

 The Los Angeles grade-school reading series
"Impressions," which features monsters biting children's
heads off and Indian chiefs who urge children to cut their sibling's
and parent's hearts out while they are sleeping; and

 Jean Auel's Clan of the Cave Bear, a lengthy
Neanderthal-era story about the physically impossible exploits of the
first feminist, who is sexually initiated by repeated brutal rape.

Judith Blume, Director of the Juvenile Division of the American
Library Association's Office of Intellectual Freedom, recommends Judy
Blume's books for children as young as nine years old because of
"... her realistic portrayals of young people's problems."

An example of this realism can be found in Judy Blume's book Deenie,
which portrays a girl in her early teens: "As soon as I got into
bed, I started touching myself. I have this special place, and when I
rub it, I get a very nice feeling. I don't know what it's called or if
anyone else has it, but when I have trouble falling asleep, touching my
special place helps a lot ..."

When the mother of a ten-year old girl in Rohnert Park, California
complained about this book, the principal told her that he had ordered
his secretary to examine it for references to God. She had found none,
and so he approved it![16]

The Humanist Reaction.

Because of such objections, the badly-misnamed People for the
American Way (PAW) maintains a running list of "censorship
efforts" in the United States. This list is published annually with
the self-serving title Attacks on the Freedom to Learn.[6] This
list, of course, only includes conservative attempts at censorship,
which supposedly violate the principle of 'pluralism.'

Apparently, this list did not gain wide enough circulation, so the
NEA and the American Library Association, supported by People for the
American Way, recently sponsored a traveling exhibit entitled
"Censorship and Libraries," which organized presentations all
over the country for two years. Needless to say, this exhibit emphasized
and decried the "heavyhanded tactics" of "right-wing,
Bible-thumping religious fanatics" who "want to cram their
values down your throat!"

This absurd, values-free project was funded by your tax dollars
through a grant from the National Endowment for the Humanities.

In other words, we conservatives are paying for the privilege of
being slandered and censored. Ain't America great?

Humanist Censorship.

People for the American Way and the National Education Association
are rigidly committed to the pervasive Humanist double standard, and so
they never mention any incident of censorship directed
against Christian values including the most blatant censorship of all,
the total banning of the Bible from every public school in the country.

If a conservative parent is conscious of the situation in the public
schools, he or she will be frantic about the value-free pabulum being
dished out under the guise of "education." Our children are
being subjected to a propaganda campaign that would break the will of
the strongest adult.

Parents must realize that an effective propaganda or indoctrination
campaign always has two components; the presentation of one view, and
the suppression of opposing views.

As they make grand speeches about freedom of expression, Humanists
constantly censor any viewpoint that they do not subscribe to, and such
examples are too numerous even to count. This censorship becomes bolder
and bolder as each successive Humanists social goal (i.e., abortion and
"gay rights") is achieved. Any opposition is immediately
painted by the formidable media machine as a "terrifying and
unacceptable breach of the wall of separation between church and
state."

Naturally, the Leftists themselves will puff up with indignation if
anyone catches them in the act of banning books. They are never
guilty of such a crude tactic as "censorship" just ask them.

For example, the Council on Interracial Books for Children monitors
texts for signs of "racism, sexism, ageism, materialism, elitism,
and individualism," the last of which "should be discouraged
as a highly negative force." After it identifies such
"offensive" books, the Council vigorously attacks any school
board that has adopted them and demands that the texts that it doesn't
like be dropped from the curriculum.

But the Council stridently denies that it censors books; no, what it
does is (and these are the Council's exact words):
"Enlightened weeding and selection."[17]

A few more of the most blatant examples of Humanist censorship are
described below.

'Religionists' Need Not Apply.

The best-known example of Humanist censorship, of course, is the
total banning of the Bible from public schools. Not only is the Bible
banned because of its religious nature, but it cannot even be examined
in its historical or literary context!

New York University psychologist Paul Vitz performed a comprehensive
study of the Left-wing bias in textbooks for the National Institute of
Education, and concluded that "Religion, traditional family values,
and conservative political and economic positions have been reliably
excluded from children's textbooks."[15]

The Buffalo, New York McKinley High School would not permit a Bible
study after hours in an empty classroom, but eagerly accommodated a
Dungeons and Dragons group that focused on the occult. In fact, the
school district filed a lawsuit against three students merely for
seeking permission to study the Bible in the schools![18]

After the United States Supreme Court ruled in June 1990 that public
schools must admit Bible study clubs, Edd Doerr of the
comically-misnamed "Americans for Religious Liberty" (he also
happens to be on the board of the American Humanist Association)
sniveled that

We can expect school Bible clubs to bring in adult missionaries to
proselytize students as young as 11 or 12 without parental consent;
divisiveness as students self-select into sectarian clubs on school
premises; disappearance of traditional extracurricular activities;
disruption of schools by such groups as the Ku Klux Klan, neo-Nazis,
and anti-women's right clubs.[19]

The Slant is Leftish.

The Humanists relentlessly exclude from the schools those books that
unfavorably comment on the Humanist/Neofeminist way of life. Such works
include George Gilder's Sexual Suicide (1985) and Men and
Marriage (1986) and Nicholas Davidson's The Failure of Feminism
(Prometheus, 1988).

"Inclusive language" is being used to insure that the
accomplishments of women and minorities are disproportionately
represented in history textbooks. For example, California law mandates
that school texts not simply exclude "adverse portrayals" of
any group, but must include "equal portrayals" of women,
minorities, and the handicapped: "In texts on history or current
events, or achievements in art, science, or any other field, the
contributions of women and men should be represented in approximately
equal numbers."[8]

This ridiculous ruling hobbles and distorts the teaching of history
beyond recognition in many instances. For example, any teacher who
describes the Bill of Rights is blatantly violating "inclusive
language" laws, because women, minorities, and the handicapped did
not participate in the formulation of the first ten Amendments to the
United States Constitution.

Pro-Abortionists Only, Please.

A pro-life student approached psychology teacher Guy Cavallo at
Arlington's Washington-Lee High School, and asked him to show the motion
picture "The Silent Scream." Cavallo agreed, and scheduled an after-school
showing. The principal required signed permission slips from parents in
order for their children to see the film.

But stopping their own children from seeing the film wasn't
good enough for a small group of pro-abortion parents, who demanded that
the film be canceled and that nobody else's children be allowed to see
it, either.

The principle obediently canceled the film.[16]

Tasmanian Devils.

The Humanist censors regularly say that they would like to see
Australian and Swedish education practices imported to the United
States.

There is a reason for this: The Humanists have a complete
stranglehold on what books are allowed in the schools in these
countries. For example, in Tasmania (an Australian State), Humanists
sent teams of "anti-sexist" librarians into public schools in
order to purge them of over five hundred books that they said were
"sexist," including Snow White, Born Free, and of
course, the Bible.[20]

A Matter of Degree.

If the teachers have anti-Christian attitudes, it is inevitable that
they will pass them on to their students. How has this benefitted our
children? What has two decades of humanistic education bestowed upon our
children?

It is interesting to compare the environment in public schools today
with that of 25 years ago by listing those problems considered most
serious by public school teachers then and now, as shown below.

References: Suzanne M. Rini. "Disorder
and Early Sorrow: Sex Education as Moral Seduction." Fidelity
Magazine, April 1989, page 38. Also see David Brooks. "Forget the
Fire Just Keep Teaching!" National Review, December 13,
1985, pages 24 to 29.

Religion: Terra Incognita in Today's Textbooks.

Researchers funded by the National Institute of Education examined
sixty standard social studies textbooks used by the majority of children
in grades one through twelve in public schools.

The conclusion of the study was dramatic: It found that religion,
traditional family values, and conservative positions on virtually every
issue have been completely censored from the curriculum of all public
school students.[21]

 not a single word of the more than 1.5 million total
words in the sixty volumes referred to any religious activity
in contemporary American life.

 the words "marriage," "wedding,"
"husband," and "wife" did not appear once
in any of the sixty textbooks. No text even suggested that
being a wife, mother, or homemaker was a worthy occupation in any
way. No story gave any significance to children or babies.
However, there were plenty of examples of aggressively Humanist/Neofeminist
stories that derided and belittled traditionally male-oriented roles.

 of the 23 "role models" held up as examples to modern
youths by the sixty texts, only one was a conservative. The only role
models who were described were either Democrats or women. Not a single
contemporary role model was a white male. There was not a word about
the experiences and influence on society of a prominent preacher or
clergyman, including Billy Graham, Terence Cardinal Cooke, and Norman
Vincent Peale.

Sex Education: Bait for
Destruction.

A feminist is an evolutionary anachronism, a Darwinian blind alley.
In biological terms, there is nothing that identifies a maladaptive
pattern so quickly as a below-replacement level of reproduction; an
immediate consequence of feminism is what appears to be an
irreversible decline in the birth-rate. Nations pursue feminist
policies at their peril.

Katarina Runske.[22]

A Formidable Weapon.

There is one sensitive area in which the entire considerable might of
the public school system is most directly arrayed to attack and
destroy Christian values in children. This area is sex education.

Most Christian objections are raised in response to various
permissive sex education materials that are used by our school systems.
The Humanists know that the easiest way to win the loyalty of children
is to dangle before them the fruit of absolute freedom, and nowhere is
the adolescent drive for freedom more powerful than in matters involving
sex.

Even more than smoking, drinking, using drugs or driving a car,
having sex is the most vivid and treasured "proof" that an
adolescent has grown up.

The Contrasts.

While Christianity emphasizes chastity before marriage and
faithfulness to one's spouse afterward, public schools laugh at God and
tell our kids that contraception, abortion, fornication, adultery, and
even sex with animals and incest is value-free and therefore
involves fundamental human rights that cannot be tampered with or
interfered with especially by parents.

Where Christianity teaches the necessary skill of self-control, the
Humanists dangle the tempting vision of complete freedom before our
children.

The following paragraphs describe the contents of some of the most
common sex education books and curricula used by public schools today.

Please recognize that all of them emphasize the
"rights" to birth control, abortion, free sex, adultery, and
even sex with animals; in other words, they are all irretrievably
objectionable throughout. The quotes given below are typical of their
entire contents.

Guide For Young Adults. Dr. Patricia Shiller, founder of the
American Association of Sex Educators, Counselors, and Therapists (AASECT),
says that Gary F. Kelly's Learning About Sex: The Contemporary
Guide for Young Adults is "A must for all young people."

This text includes the following statements;

Sado-masochism may be very acceptable and safe for sexual
partners who know each other's needs and have established agreements
for what they want from each other.

Some people are now saying that partnerships married or unmarried
should not be exclusive. They believe that while a primary
relationship is maintained with one person, the freedom for both
partners to love and share sex with others should also be
present.[23]

Changing Bodies. Changing Bodies, Changing Lives: A Book
for Teens on Sex and Relationships is probably the most popular
sex education textbook in the country today and has been used by
thousands of high schools since it was published more than a decade
ago.

Bisexuality is an openness to loving, sexual relationships with
both sexes ... our true nature.

Gay men, too, have many ways of making love. One may caress the
other's penis with his hand or his mouth. Or one may put his penis
in the other's anus.[24]

Boys and Girls and Sex. Planned Parenthood veteran Wardell
Pomeroy's companion books Boys and Sex and Girls and Sex
are so extreme that they are the most popular "example
target" used by Christians when opposing permissive school sex
education programs.

Premarital intercourse does have its definite values as a
training ground for marriage or some other committed relationship
... to make everyday comparisons again, it's like taking a car out
for a test run before you buy it.

I have known cases of farm boys who have had a loving sexual
relationship with an animal and who felt good about their behavior
until they got to college, where they learned for the first time
that what they had done was 'abnormal.' Then they were upset ...[25]

Enhancing Skills. The extremely popular (and
misleadingly-named) sex education program entitled Enhancing Skills
to Prevent Pregnancy demonstrates how teachers can break down
their student's inhibitions by using the formidable weapon of peer
pressure;

Some teachers are able to combine humor with demonstration by
bringing cucumbers or zucchinis to class and showing how to apply
and remove condoms. Open the packages and unroll condoms for
students to inspect. Pass them around. If you are using cucumbers,
have one student hold the cucumber while the other student puts the
condom on the cucumber. Expect students to laugh at first and be
embarrassed! This is healthy.[26]

One Washington state parent testified about an incident that is
indicative of the coercive nature of many sex education programs. The
objective of such programs is to use peer pressure to forcibly destroy
the natural modesty that young people possess;

There is one teacher in Bellevue who has all the boys say 'vagina;'
he calls them individually, and they all have to say it out loud in
class. The boys say 'vagina' and the girls say 'penis.' One girl told
me that she was so embarrassed that she could hardly bring out the
word 'penis' because all these boys were sitting in the class. It just
embarrassed her so. So he made her get up in front of the class and
very loudly say it ten times.[27]

Conclusion.

It is in the best interests of the individual schools and school
systems to keep the contents of their sex education curricula strictly
confidential. Some teachers are instructed to tell their children to lie
to their parents about the contents of such courses of instruction.
Others take the position that only "enlightened" parents
(i.e., known Humanists) can see the details of the programs.

Just because your children do not show any obvious and sudden changes
doesn't mean that they have not been exposed to this poison. The only
certain way to make absolutely certain that your children are receiving
proper moral instruction is to teach them at home.

For more information on the destructive influence of comprehensive
sex education in the schools, see Chapter 139.

The Evidence by Humanists
Against Humanism.

Have the humanists and atheists really taken over our schools?
Or is this the paranoid raving of a motley crew of far-right
fundamentalist fanatics?

Well, instead of listening to rumors or opinions from your pastor or
Christian magazines and friends, why don't we simply allow the humanists
to speak for themselves?

Figure 114-3 includes a few sample quotes from Humanists who believe
that the public school system is their most powerful ally.

FIGURE 114-3
HUMANISTS SPEAK ON THE VALUE OF THE PUBLIC SCHOOLS TO THEIR CAUSE

The Left can't survive politically without a public school system
to spread leftist attitudes.

As long as the child breathes the poisoned air of nationalism,
education in world-mindedness can produce only rather precarious
results. As we have pointed out, it is frequently the family that
infects the child with extreme nationalism. The school should
therefore use the means described earlier to combat family attitudes
that favor jingoism ...

And how does a god die? Quite simply, because all his religionists
have been converted to another religion, and there is no one left to
make children believe they need him ... We need only insure that our
schools teach only secular knowledge ... If we could achieve this, god
would indeed be shortly due for a funeral service.

I am convinced that the battle for humankind's future must be waged
and won in the public school classroom by teachers who correctly
perceive their role as the proselytizers of a new faith: a religion of
humanity that recognizes and respects the spark of what theologians
call divinity in every human being ... The classroom must and will
become an arena of conflict between the old and the new the rotting
corpse of Christianity, together with all its adjacent evil and
misery, and the new faith of humanism, resplendent in its promise of a
world in which the never-realized Christian ideal of "love thy
neighbor" will finally be achieved.

John J. Dunphy. "A Religion for a New
Age." The Humanist, January/February 1983. Page 26.

Education is thus a most powerful ally of humanism, and every
American public school is a school of humanism. What can the theistic
Sunday schools, meeting for an hour once a week, and teaching only a
fraction of the children, do to stem the tide of a five-day program of
humanistic teaching?

C.F. Potter. Humanism, a New Religion.
Quoted in D.L. Cuddy. "Are Public Schools Opening the Door to
Humanism?" National Federation of Decency Journal, October
1986, page 21.

Every child in America who enters school at the age of five is
mentally ill, because he comes to school with allegiance toward our
elected officials, toward our founding fathers, toward our
institutions, toward the preservation of this form of government we
have patriotism, nationalism, sovereignty all of that proves the
children are sick, because the truly well individual is the one who
has rejected all of those things and is what I would call the true
international child of the future.

Dr. William Pierce, Harvard University.
Quoted in Dr. Vince Nesbitt. Humanistic Morals and Values Education.
Self-published at 12 Beta Road, Lane Cove, New South Wales, 2066
Australia. Also in Education to Remold the Child. The Parent and
Child Advocate, Route 4, Watertown, Wisconsin 53094. Also quoted in Dr.
Robert Simonds. "The Truth About Sol Gordon." ALL About
Issues, August-September 1986, page 53.

I think the most important factor leading us to a secular society
has been the educational factor. Our schools may not teach Johnny to
read properly, but the fact that Johnny is in school until he is 16
tends to lead toward the elimination of religious superstition. The
average child now acquires a high school education, and this militates
against Adam and Eve and all other myths of alleged history.

A large majority of the educators of American colleges and
universities are predominantly humanists, and a majority of the
teachers who go out from their studies in colleges to responsibilities
in primary and secondary schools are basically humanist, no matter
that many maintain a nominal attachment to church or synagogue for
good personal, social, or practical reasons.

The school as a social center means the active and organized
promotion of this socialism of the intangible things of art, science,
and other modes of social intercourse.

John Dewey, the "Father of progressive
American education," quoted in Jon Barton and John W. Whitehead, Schools
on Fire. Wheaton, Illinois: Tyndale House, 1980, page 65.

We have to abolish and reform the institution of marriage ... By
the year 2000 we will, I hope, raise our children to believe in human
potential, not God ... We must understand what we are attempting is a
revolution, not a public relations movement ... it is humanism that is
the goal.

Gloria Steinem, quoted in the Saturday
Review of Education, March 1973.

The right to abortion will be guaranteed ... As far as the policy
toward the family, it will be recognized for what it is: Not some holy
or sacred institution to be preserved for all time ... not only will
the family be a secondary form for determining children's upbringing,
but its influence in promoting conservatism among its members,
especially the women and children, will be actively combatted. While
the parents will still have significant responsibility for their
children, this does not mean they are "theirs," and there
will be struggle to prevent parents from imposing old values, and
conservative, non-revolutionary thinking generally on the children.

Revolutionary Communist Party's New
Programme. "The Proletariat, Upon Seizing Power, Will
Immediately Take Up the Transformation of Society," page 78.

Lifeboat Exercises.

Introduction.

One of the more frightening and effective tools the Humanists use to
denigrate and destroy our children's Christian values is the notorious
"lifeboat exercise" or some variant thereof. The expressed
purpose of these exercises is to break down the Christian idea that some
acts are intrinsically immoral and can never be tolerated.

In other words, these "lifeboat exercises" are your child's
introduction to moral relativism: That any act is acceptable if it can
be justified by the person doing it even murder!

The following "lifeboat exercises" (Situations A through C)
are extracted from a Population Dynamics course presented at
Shippensberg State College, Pennsylvania, at the Conference on Human
Ecology in June of 1971. This course was given to local teachers so that
they could pass it on to the children in their classes.

The participants were strictly instructed not to let parents see
the teaching materials. This is typical of the usual skulking and
sneaky tactic used by the popcon fanatics. They know that parents would
disapprove, and so hide their tactics and agenda. This is yet another
example of how Big Brother knows what's best for your kids.

There can only be two reasons for such exercises;

(1) to actually desensitize the participants to death, and

(2) to propagandize the participants into accepting anti-life
goals.

Situation A.

The most common type of "lifeboat exercise" forces children
to select a specified number of persons for death. Situation A, shown in
Figure 114-4, is one example of this type of exercise.

FIGURE 114-4
TYPICAL PUBLIC SCHOOL EXERCISES IN SITUATIONAL ETHICS

SITUATION A: A new country is being
formed because the problem of overpopulation has completely destroyed
your former country. There is not enough food. water, and other
essentials for people to share. Keep in mind that the people you select
should be those who might be able to avoid the problems that occurred in
the old country. The remaining 18 will die of starvation. Give reasons
for your selections.

SITUATION B: The United States
Congress has passed a law saying or stating that married couples may
have only two children. Have students react by asking the following
questions:

(1) What would be the reason a law like
this would be passed?
(2) What is your personal reaction to this? Could it be enforced?
(3) Would this law solve any problems?

SITUATION C: Give the following
attitude survey to the class on overpopulation. The students are to fill
in their true feelings about the statements in this survey. Results are
to be discussed, debated, placed on the chalkboard, or graphed.

1. There are too many people in my .
2. There are more people in the world that there should be.
3. People should take steps to the number of people in the world.
4. When I am in a crowded elevator I feel .
5. I wish I had more people in my family than I have.
6. I wish I had less people in my family than I have.
7. I plan to have children if I get married.
8. Families who have many children are .
9. Overpopulation is .

SITUATION D: Your husband or wife is a
very attractive person. Your best friend is very attracted to him or
her. How would you want them to behave?

a. Maintain a clandestine relationship so
you wouldn't know about it.
b. Be honest and accept the reality of the relationship.
c. Proceed with a divorce.

References: Situations A, B, and C are
extracted from a Population Dynamics course presented to Pennsylvania
State teachers at Shippensberg State College, Pennsylvania, at the
Conference on Human Ecology in June of 1971. Situation D is described in
Gary L. Bauer. "Parents Must Protect Children From
Pornography." National Federation for Decency Journal.
January 1986, page 5.

Situation A.

Situation A is formulated by the same people who stress that everyone
must be nonjudgmental. Yet the exercises force each child to play God
and condemn 18 people to death!

By the way, in the intensive discussions following the exercise,
these persons are usually considered 'fit to live:' doctor, mechanic,
conservationist, builder, scientist, and always, of course, the
abortionists and Planned Parenthood representative. The last selection
for life is not at all surprising in light of the fact that these
exercises are frequently conducted by Planned Parenthood
representatives, and it is socially ever so awkward, my deah, to
condemn the moderator to death.

Notice that 'lives devoid of value' generally include priests,
pregnant women, retired persons, and those with menial jobs and you will
experience a shadow of the chill of someone who has witnessed the Nazi
extermination programs first-hand.

Significantly, the persons most often selected for death are those
who are considered to be useless in the brave new society that the
children are building.

Situation B.

Situation B, shown in Figure 114-4, makes the bald assumption that
overpopulation is imminent, and that some form legal coercion must be
taken at some point in the future for the good of the country.

It is quite obvious that Situation B is designed to start children
thinking about the merits of an enforced "one-child" policy
which may be implemented in the United States as it has in the
People's Republic of China. Planned Parenthood officials have
recommended such a program for the United States. This program would
include forced abortions, mandatory birth control, and compulsive
sterilization of all couples with two children.

For more information on this heinous program, see Chapter 50 of
Volume II, "Forced Abortions." For information on the eugenics
mentality that leads to such atrocities, see Chapter 105.

Situation C.

Situation C, shown in Figure 114-4, compels the child to
"clarify" his values. However, this "values
clarification" is never done in a vacuum. There is always a teacher
(with the proper Humanist credentials, of course) hovering nearby to
"guide" the student into making "responsible social
decisions" that support the Humanist population control agenda.

Now, whatever happened to the Humanist's vaunted 'right to privacy?'
Apparently it doesn't apply when Humanist teachers are working to mold
young minds into the 'proper' shape.

Imagine the kind of racist and eugenicist statements that children
might produce in response to Situation C! Question 2 could be answered
with the words "Black" or "Jewish." Question 8 could
be answered with the words "selfish" or "crazy,"
thereby engendering contempt for those couples who happen to love
children and decide to have seven or eight of them.

And, of course, these answers would not be condemned because, in
these exercises, there are no wrong answers!

Situation D.

It goes without saying that every "lifeboat exercise" or
"values clarification drill" is totally devoid of Christian
values. In fact, they are not only devoid of Christian values, they
actively attack them! For example, another typical "values
clarification" exercise is shown in Figure 114-4 as Situation D.

Notice that there is no option (d): Avoid the possibility of adultery
in the first place! This choice is omitted because it reflects the
Christian values of self-discipline, honesty, fidelity, regard for
others, and respect for the institution of marriage.

This identical lack of Christian values is reinforced by secular sex
education curricula; your spouse and your best friend are going to be
adulterous anyway, so you might as well accommodate them and make life
as pleasant as possible for everyone involved by playing the cuckold
quietly.

By the way, although there is really no firm "correct
answer," the suggested course of action is (b), above. After all,
we must always be frank and honest right?

Other Examples.

Many other imaginative forms of role playing are used to accomplish
various Humanist objectives.

One woman from Tucson, Arizona testified in the March 1984 Department
of Education hearings that an outside teacher visited her child's
classroom and taught that it was "normal" for the children to
hate their parents. At the beginning of her class, she surveyed the
children and found that three of the thirty attendees said that they
hated their parents. At the end of the presentation, 27 said that they
hated their parents![28]

In Detroit, parents testified that their children had been told to
close their eyes and fantasize about designing and then using an
ideal method of birth control.[28]

A Missouri mother testified that, in a required English class, her
daughter was ordered to play the part of a prostitute and proposition a
boy in the class who played the part of a married man.[28]

The Christian Version of Values Clarification.

Values clarification exercises as such are not intrinsically evil, if
they are performed under the watchful eye of a caring Christian parent.
In fact, Christian values clarification exercises can be as beneficial
to a child as the secular versions are harmful.

As someone once said, "Make lemonade out of lemons." For
example, the board game "Scruples" is centered around the idea
that no act is intrinsically right or wrong. The objective is to select
game cards that describe situations requiring ethical judgment, such as;
"You and your mate expect loyalty and honesty from one another. One
night, out of town, you have a fling. Do you tell?" Each player's
goal is not to find an ethical solution, but to guess how others would
react.

Still, about 150 of the cards depict non-sexual situations that are
valuable for playing "What If?" games with your children. You
could find the game at a garage sale, discard the game board, rules, and
cards depicting sexual situations. The remaining cards are very useful
for conducting Christian values clarification exercises.

Death Education.

The Humanists have used comprehensive sex education to inculcate our
children with a pro-abortion attitude. But times change, and the
Humanist strategists have moved beyond abortion to euthanasia.

So now it is time to propagandize our kids with material on the
alleged "Right to Die."

In order to prepare children to accept the killing of born
human beings that society considers useless, more and more schools are
mandating compulsory "death education."

One mother from Orlando, Florida said that "In one program in
our county, little first graders made their own coffins out of shoe
boxes."[28]

One of the textbooks used in a 'death education' class is Russell and
Purdy's Coping With Death and Dying, published by Scott, Foresman.
It relies on the absurd thesis that "Committing suicide may
represent a last attempt to make an independent, personal
decision."[29] (Say what!?)

In another "death education" curriculum, students are
required to write an essay on "What I Would Do On My Last
Day." Yet another requires students to visit mortuaries and touch
human corpses, and even makes them lie in coffins.

And another requires the teacher to give a series of talks and
interactive presentations, including;[29]

 "Reincarnation Can We Come Back From the Dead?"
 "End of the World Coming Soon or Not?"
 "Infanticide Right or Wrong?"
 "Active Euthanasia for Deformed Infants Right or Wrong?"
 "Death Do the Hopelessly Ill Have the Right to Die?"

The Decisive Christian
Response: Homeschooling!

I am much afraid that the schools will prove to be the very gates
of Hell, unless they diligently labor in explaining the Holy
Scriptures, and engraving them in the hearts of youth. I advise no one
to place his child where the Scriptures do not reign paramount.

Martin Luther.

Introduction.

Even rats know that it is desperately dangerous to stay on board a
ship that is beyond repair and sinking fast. Many Christian parents are
sick to death of monitoring their child's school system constantly, and
insuring that permanent damage is not done by atheistic school teachers
and staff, school-based clinics, drugs, venereal disease, Planned
Parenthood, and a thousand other dangers.

Any Christian parent who knows the nature of the public schools and
the tactics of the social engineers also realizes that it is physically
impossible to protect their children against all of the baleful
influences that they will encounter there. In other words, no parent has
the capability of monitoring their children to the point where they will
not be propagandized. The public schools have our kids for more than
10,000 hours, and they have a thousand ways to indoctrinate our kids.

Our schools have been transformed literally into obstacles that our
children must survive and endure.

Therefore, more and more Christian parents are pulling their children
out of the militantly atheistic American public school system and are
educating them properly themselves! In fact, more than one hundred
thousand children from first to 12th grade are being homeschooled in
this country and they are loving it!

The Advantages of Homeschooling.

There are many reasons for this seemingly radical action. A
homeschooled child does not learn about "safe sex." He does
not learn that homosexuality is a "perfectly acceptable alternative
lifestyle," or that abortion is simply a private decision between a
woman and her doctor. He is not exposed to secret psychological
counseling, "lifeboat exercises," Planned Parenthood, or
value- and God-free education. Additionally, he is allowed to proceed at
his own learning pace, rather than being held back in order to
accommodate slower students. On the other hand, if the child is slow in
some areas, he is not warehoused in a 'slow' section and forgotten, and
is not exposed to ridicule and embarrassment. He is also not exposed to
pervasive peer pressure to violate his Christian value system thought
sex, drugs, and violence.

Numerous studies and interviews by a wide variety of organizations
(some of them quite liberal) reveal that homeschooled children score
higher on achievement tests, are superior in their breadth and depth of
knowledge, and are more adaptable and sociable than publicly-schooled
children.

The paramount advantage of homeschooling, of course, is that your
children will receive the proper training in Christian values.

Homeschooling Resources.

Introduction.

Many faiths, from Roman Catholic to Episcopalian to Mennonite, have
outstanding homeschooling curricula that have been proven by the test of
time. The organizations listed below can get you in touch with the
people who organize and distribute these programs, and can also answer
any questions that you might have.

Christian Life Workshops.

Each year, Christian Life Workshops (CLW)
presents a two-day 'starter course' in Christian home schooling in about
twenty cities all over the country.

All topics required for a successful home schooling program are
covered: How to begin, the advantages of home schooling, discipline,
history, evangelism, legal aspects, and resources.

The CLW also publishes an excellent informational magazine entitled Family
Restoration Quarterly. To order, call Gregg Harris at (206)
834-2372.

This excellent quarterly magazine on home life in
general is published by Bill and Mary Pride. It addresses all aspects of
Christian home living, from natural family planning to home-run
businesses, with the objective of assisting families in establishing a
Christian lifestyle as families.

HELP Magazine can be ordered from

Home Life
Post Office Box 1250
Fenton, Missouri, 63026-1250.

Contributions are welcome, and the
magazine has an extensive letters section which allows readers to voice
their opinions on all sides of every issue.

Mary Pride's books The Way Home and All the Way Home
are also gold mines of information on Christian home living, and can be
ordered from the above address. Additionally, she has published a series
of books entitled The Big Book[s] of Home Schooling, which
contain a treasure trove for homeschooling parents, regardless of
experience level.

The Legal Status of Home Schooling.

Some states are very supportive of home schooling, and require only a
year-end test for each child to insure that he is keeping up. In other
states, parents who dare to try to homeschool their own children are
thrown in jail!

The legal status of home schooling in your state can be obtained
from;

The Rutherford Institute
Post Office Box 510
Manassas, Virginia 22110

Request the Home Education Reporter for your state. Each Reporter
is ten dollars.

The Home School Legal Defense Association (HSLDA) issues a quarterly
newsletter entitled "The Home School Court Report." This
organization requires annual dues, but provides relatively cheap legal
aid if trouble should arise from your homeschooling activities. The
HSLDA charges from $100 to respond to threats from a local official to
$5,000 for trial appearances and preparation, including those at the
appellate court level. For information, contact;

Upon the subject of education, I can only say that I view it as
the most important subject which we as a people can be engaged in.

Abraham Lincoln.

It is sometimes very difficult to school your children at home in the
face of societal pressures. Homeschooling is still unfortunately
perceived as 'strange' or 'radical' by the majority of Americans. Your
friends, family, and fellow churchgoers and workers may not understand
your methods or motivations. And, of course, the National Education
Association, Planned Parenthood, and all of the other organizations that
want to control your children's minds and inculcate their own
values are totally opposed to homeschooling.

The best solution to these problems is to contact other individuals
and organizations that can support you and answer your questions. Figure
114-5 contains the names and addresses of homeschooling support
organizations in each of the fifty states.

Promotes local control of public schools and respect for the
religious and moral values and rights of parents and children. Provides
options for released-time religious instruction and promotes educational
vouchers for parents who want to send their children to non-government
controlled schools in 'school choice' programs.

Mel and Norma Gabler head this organization, which is the most
successful group in America at getting better textbooks into American
public schools. Offers books, reviews of books, and step-by-step
instructions for becoming involved in the selection of textbooks in
local schools.

The National Monitor of Education tracks educational reform and
legislation, monitors and opposes the secret psychological testing of
children, analyzes sex and death education programs, counters threats to
homeschoolers, and works with an organization named Concerned Educators
Against Forced Unionism. The National Monitor of Education publishes an
informative monthly newsletter.

[1] D.L. Cuddy. "Are Public Schools Opening the Door to
Humanism?" National Federation of Decency Journal, October
1986, page 21. This is an excellent discussion of the various methods
used by Humanist groups to censor Christian viewpoints.

[2] Edd Doerr. "The Myth of Public-School Humanism." The
Organized Attack on Public Education From the New Right. Texas State
Teachers Association (Affiliated with the National Education
Association), 316 West Twelfth Street, Austin, Texas 78701. 125 pages,
undated.

[3] Gloria Steinem, quoted in the Saturday Review of Education,
March 1973.

[4] United States Department of Commerce, Bureau of the Census.
Reference Data Book and Guide to Sources, Statistical Abstract of the
United States. Washington, DC: United States Government Printing
Office. 1990 (110th Edition). Table 1,445, "Public Expenditures for
Education and Illiteracy, By Selected Country."

[5] John McLaughlin. "Bennett the Bold." National Review,
November 1, 1985, page 23.

[7] Adolf Hitler, speaking about the schools and their indoctrination
of the Hitlerjugend (Hitler Youth Corps). Quoted in William
Shirer. The Rise and Fall of the Third Reich. New York: Simon
& Schuster, 1960. Page 249.

[10] W.R. Coulson, Ph.D, Professor of Psychology at the U.S.
International University. "Founder of 'Value-Free' Education Says
He Owes Parents an Apology." American Family Association Journal,
April 1989, pages 20 and 21.

American Family Association. "Anti-Christian Bias in
America." Excerpts from the proceedings of the American Family
Association's March 1990 Conference on Anti-Christian Bias in America.
Printed in the May 1990 issue of the AFA Journal and available as
a 24-page reprint from the American Family Association, Post Office
Drawer 2440, Tupelo, Mississippi 38803. Papers include Congressman
William E. Dannemeyer, "Christianity Under Attack By 'New
Bigotry';" Larry L. Crain of the Rutherford Institute,
"Anti-Christian Bias in the Law;" Columnist Cal Thomas,
"News Media Biased Against Christians;" Editor Joseph Farah,
"Anti-Christian Bigotry in Hollywood;" Paul C. Vitz,
"Religion and Traditional Values in Public School Textbooks;"
and H. Wayne House, Th.D, J.D., "Anti-Christian Bias in Higher
Education: Problems and Solutions."

American Family Association. "Public School Sex Education: A
Report." Published in the October 1990 issue of the AFA Journal.
Also available from the American Family Association, Post Office Drawer
2440, Tupelo, Mississippi 38803. This is an excellent encapsulation of
the incredible nonsense being drilled into our children by sex educators
posing as teachers. If this is not a powerful incentive to home school,
nothing else will be.

Richard Baer, Ph.D. "Censorship and the Public Schools."
Herbert Titus, LLB. "Education Caesar's or God's: A Constitutional
Question of Jurisdiction." Both 40-page booklets are clearly and
persuasively written and are part of a series entitled The First
Amendment" Protecting Parents and Children From Caesar,
published by the Catholic League for Religious and Civil Rights, 1100
West Wells Street, Milwaukee, Wisconsin 53233.

Allan Bloom. The Closing of the American Mind: How Higher
Education Has Failed Democracy and Impoverished the Souls of Today's
Students. New York: Simon & Schuster, 1987. 392 pages. Reviewed
by R.V. Young in the January 1988 issue of Fidelity Magazine. The
author accounts for many reasons that college and higher education is
suffering so badly in America today. The general incompetence of the
entering students is due to a fixation with fleeting pleasures (sex,
drugs, and rock n' roll), and an absence of familial spiritual guidance.
The general incompetence of the institutions of 'learning' themselves is
due to their willingness to blow with whatever ill breeze comes their
way. However, the author, while decrying this sad state of affairs,
misses the point by missing the true reasons for this degeneration: lack
of spiritual direction in general.

Leo A. Brodeur. Hell's War Against Our Children. Order from
Keep the Faith, 810 Belmont Avenue, Post Office Box 8261, North Haledon,
New Jersey 07508, telephone: (201) 423-5395. The author describes the
various weapons that Satan uses to target our children, causing them to
lose faith, patriotism, respect for their parents, and even their desire
to live. Special emphasis is given to Satanic and violent rock music.

Dr. James Dobson and Gary L. Bauer. Children at Risk: The Battle
for the Hearts and Minds of Our Kids. World Publishing, Dallas.
1990, 280 pages. A detailed look at all of the influences that are
brought to bear on our children, not only by the public school system,
but by our secular society in general. Some of the many topics covered
include "safe sex," the influence of the many organs of the
media, the rejection of morality and tradition, the legal assault on the
family, and the power of words.

Sol Gordon. Raising a Child Conservatively in a Sexually
Permissive World. Read this subtle book (with the misleading title)
by Planned Parenthood's "masturbation guru" for insight as to
how sly the sex pushers can really be. This is what your children are
being exposed to in their schools right now.

Kathleen M. Gow, Ph.D. Yes, Virginia, There is a Right and Wrong.
1985, paperback. Order from Tyndale House Publishers at 1-800-323-9400.
Reviewed on page 16 of the July/August 1985 issue of the National
Federation for Decency Journal. The author explains in detail the
type of values your children are being taught in public schools. She
examines the three most widely-used approaches to atheistic and
morals-free public school "moral values education," and why
they are contributing to the disastrous social climate in our country so
heavily today.

Beatrice and Ronald Gross. The Children's Rights Movement:
Overcoming the Oppression of Young People. Anchor Press/Doubleday,
Garden City, New York. 1977, 387 pages. The two authors of this book are
apparently proud of their association with virtually every unsavory,
anti-family and anti-life organization that exists, and it shows in
their work. They not only denigrate families, but the public school
system as well, and lead up to listing the eleven elements of their
proposed "Bill of Rights for Children," the last of which is
"The right to do, in general, what any adult may legally do."
This book is probably the best summary of the philosophy of the "kiddie
lib" movement that currently exists.

Stephen M. Krason and Robert J. D'Agostino. Parental Rights: The
Contemporary Assault on Traditional Liberties. Christendom College
Press, Front Royal, Virginia 22630. 1988: 208 pages. This book covers
the legal and moral dimensions of parental rights from the
philosophical, legal, and psychological points of view. Subjects covered
in this collection of focused articles include parental rights in all
aspects of public and home schooling, including sex education and the
life issues. Noted authors include Kenneth Whitehead, James Likoudis,
Charles E. Rice, and Thomas J. Marzen.

Onalee McGraw, Ph.D. "Secular Humanism and the Schools: The
Issue Whose Time Has Come." November 1977 supplement to the Newsletter
of the Catholic League for Religious and Civil Rights, 1100 West Wells
Street, Milwaukee, Wisconsin 53233.

Most of the Summer 1980 issue of The Human Life Review is
devoted to how the Neoliberals and the State seek to overhaul the
family. Articles include "The 1980 Carter Family Conference,"
"Families, Sex, and the Liberal Agenda," "Freedom and the
Family," and "Family Freedom in Education."

Further Reading: Christian Home Schooling Resources and Aids.

Samuel L. Blumenfeld. How to Tutor. Order from Conservative
Book Club, 15 Oakland Avenue, Harrison, New York 10528. The theory and
'how-to' of tutoring; different styles, how to schedule, how to handle
common learning problems, and how to set up a complete program.

Larry Christenson. The Wonderful Way That Babies Are Made.
Hardback. Order from: Life Issues Bookshelf, Sun Life, Thaxton, Virginia
24174. Telephone: (703) 586-4898. A good book for parent-guided sex
education that treats the subject in the context of God's plan for us.
The book includes beautiful illustrations and a short section on
adoption. There are varying sizes of print and simplicity of language,
so that small children and older ones may be taught out of the same
book.

Education Reformer. This periodical keeps track of all of the
Neoliberal machinations that are designed to indoctrinate our kids with
radical values while bypassing parental authority. Subscribe by
contacting the Eagle Forum at Post Office Box 618, Alton, Illinois
62002, telephone: (618) 462-5415.

Mel and Norma Gabler. What Are They Teaching Our Children?: What
You Can Do About Humanism and Textbooks in Today's Public Schools!
Victor Books, Wheaton, Illinois 60187. 1985, 189 pages. The Gablers, who
are universally despised by the Humanistic textbook peddlers, show how
parents can organize to stop having their children's values destroyed in
the public school system.

National Monitor of Education. This periodical is published
monthly except July and August. Subscription is from Betty Arras, Post
Office Box 402, Alamo, California 94507, telephone: (415) 945-6745. It
covers in detail one or two of the latest "trends" in public
schooling, i.e., the homosexual agenda or school-based clinics, and also
includes a legislative and litigative update and generally includes a
review of a book or other publication that would be of interest to
activist parents.

Sean O'Reilly, M.D. In the Image of God: A Guide to Sex Education
for Parents. Hardback. Order from: Life Issues Bookshelf, Sun Life,
Thaxton, Virginia 24174, telephone: (703) 586-4898. A Catholic
sex-education program for parents who want to teach their children about
the human physical, psychological, and intellectual development. The
material is presented in a series of nine lectures or seminars, with
three lessons each on the pre-latency, latency, and post-latency
periods. For individual use or for parent's use.

Edward N. Peters. Home Schooling and the New Code of Canon Law.
Christendom College Press, Front Royal, Virginia 22630. 48 pages. Even
though Catholics have traditionally relied upon their parochial school
system, more and more parents are educating their children at home. Mr.
Edwards examines Catholic homeschooling from the perspective of the
newest canon law and previous Church teachings regarding parental rights
and responsibilities.

Marion Michael Walsh. The Christian Family Coping. Help of
Christians Publishers, Post Office Box 37070, Omaha, Nebraska 68137.
Reviewed by Connie Marshner on page 54 of the June-July ALL About
Issues. How to live simply, frugally, and well.

John Whitehead. Parent's Rights. The Rutherford Institute,
Manassas, Virginia. An examination of the growing movement of the states
towards controlling your children's lives.

John W. Whitehead and Wendell Bird. Home Education and
Constitutional Liberties. The Rutherford Institute, Manassas,
Virginia. The historical, social, and constitutional basis and supports
for home schooling.

Elizabeth Wilson. Books Children Love: A Guide to the Best
Children's Literature. Order from Conservative Book Club, 15 Oakland
Avenue, Harrison, New York 10528. A brief description of hundreds of
fine Christian and secular books that are favorites with children.
Appropriate age levels and categories are also suggested.

Anthology: Home and Public Schooling.

Greenhaven Press. Censorship: Opposing Viewpoints.
Greenhaven
Press Opposing Viewpoints Series, Post Office Box 289009, San Diego,
California 92128-9009. 1985, 234 pages. Each section includes several
essays by leading authorities on both sides of each issue. The questions
asked are: "Should There Be Limits to Free Speech?;" "Is
School and Library Censorship Justified?;" "Should the News
Media Be Regulated?;" "Does National Security Justify
Censorship?;" and "Should Pornography Be Censored?"
Authors include Nat Hentoff, Phyllis Schlafly, Bob Packwood, the
American Library Association, the American Bar Association, and the
Association of American Publishers. A catalog is available from the
above address and can be obtained by calling 1-(800) 231-5163.